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Introduction To Clinical Methods In Communication Disorders 3rd Edition Rhea Paul - Solutions
The member may appeal the Final Finding and Decision of the Ethical Practices Committee to the Academy Board of Directors. The route of appeal is by letter format through the Ethical Practices Committee to the Board of Directors of the Academy. Requests for appeal must (a) be received by the Chair
The Committee shall sanction members based on the severity of the violation and history of prior ethical violations. A simple majority of voting members is required to institute a sanction unless otherwise noted. Sanctions may include one or more of the following:a. Educative letter. This sanction
Potential rulingsa. When the Ethical Practices Committee determines there is insufficient evidence of an ethical violation, the parties to the complaint will be notified that the case will be closed.b. If the evidence supports the allegation of a Code violation, the rules(s)of the Code violated
If the Ethical Practices Committee determines that the evidence supports the allegation of an ethical violation, then the member will be provided written notice containing the following information:a. The right to a hearing in person or by teleconference before the Ethical Practices Committeeb. The
The Ethical Practices Committee will meet either in person or by teleconference either (a) within 60 calendar days of receiving a response from the member to the Notification of Potential Ethics Concern to review the response and all information pertaining to the alleged violation, or (b) within 60
If there is sufficient evidence that indicates a violation of the Code of Ethics has occurred, upon majority vote, the member will be forwarded a Notification of Potential Ethics Concern.a. The circumstances of the alleged violation will be described.b. The member will be informed of the specific
The Ethical Practices Committee will convene to review the merit of the alleged violation as it relates to the Code of Ethicsa. The Ethical Practices Committee shall meet to discuss the case, either in person or by electronic means or teleconference. The meeting will occur within 60 days of receipt
Following receipt of a report of a suspected violation, at the discretion of the Chair, the Ethical Practices Committee will request a signed Waiver of Confidentiality from the complainant indicating that the complainant will allow the Ethical Practices Committee to disclose his or her name should
Suspected violations of the Code of Ethics shall be reported in letter format giving documentation sufficient to support the alleged violation. Letters must be addressed to Chair, Ethical Practices Committee c/o Executive Director American Academy of Audiology 11480 Commerce Park Dr., Suite 220
Complete records generally shall be maintained at the Academy Central Records Repository for a period of 5 years.a. Records will be destroyed 5 years after a member receives a sanction less than suspension, 5 years after the end of a suspension, or after membership is reinstated.b. Records of
When a case is closed, (a) the Chair will forward all documentation to the Academy Central Records Repository, and (b) members shall destroy all material pertaining to the case.
Communications shall be sent to the members involved in complaints by the Academy office via certified or registered mail, after review by legal counsel.
Original records shall be maintained at the Central Records Repository at the Academy office in a locked cabinet.a. One copy will be sent to the Ethical Practices Committee Chair or member designated by the Chair.b. Copies will be sent to members.
Identity of members involved in complaints and suspected violations and access to Ethical Practices Committee files is restricted to the following:a. Ethical Practices Committee Chairb. Ethical Practices Committee member designated by Ethical Practices Committee Chair when the Chair recuses him- or
Complaints and suspected violations are assigned a case number.
Name and describe three critical features that must be considered when critically appraising external evidence to assist in a decision about the use of a new speech-language intervention approach.
List the six steps used to make evidence-based clinical decisions.
What does the acronym PICO stand for? How is it used in evidence-based decision making?
A clinician in the public school chooses a new treatment approach for a child on her caseload based on a recent publication in LSHSS. This clinician hasa. Used EBP practice to guide her clinical decisionsb. Considered external evidence to make her decisionc. Considered internal evidence to make her
Define evidence-based practice in your own words.
What are the aspects of language that should be included in an assessment?a. Comprehensionb. Cognitionc. Reading, writing, and literacyd. All of the above
True stuttering or developmental dysfluency is a question asked at what point?a. At birthb. During adolescencec. In adulthoodd. During the preschool years
Acquired apraxia of speech is defined as which of the following?a. Impaired language abilitiesb. Impaired capacity to plan or program sensorimotor commandsc. Impaired ability to control respirationd. A phonatory disorder
Which is not true about criterion-referenced tests?a. They may be standardized.b. An individual’s performance is compared to others.c. They are administered in a naturalistic environment.d. All of the above.
Norm referencing refers to which of the following?a. The process of measuring overall performance of a group of individuals on two tests that are comparedb. The process of measuring the performance of a group of individuals on a given subset of items on a testc. The process of measuring performance
To determine test–retest reliability:a. The same test would be administered to the same person more than one time.b. A different test would be administered to the same person a day after the first test was administered.c. The results of the first half of a test are compared o the results of the
How are voice quality, resonance, and prosody typically assessed using communication sampling? How are these methods different from instrumental assessments of these areas?
Discuss how communication sampling may be used in conjunction with formal tests of communication performance (standardized tests).
Discuss the difference between cluttering and stuttering. How might analysis methods differ between the two? Why is this distinction important?
Discuss two methods for assessing speech intelligibility in children and adults.
In addition to looking at syntax, what other areas need to be examined in communication samples of adults with acquired language disorders?
How are utterances segmented in transcription of preschool language samples?School-age samples? Adult samples?
What are the advantages and disadvantages of computer-assisted analysis methods? Of manual methods?
What sampling contexts are appropriate for preschoolers? School-age children?Adults?
What types of devices can a clinician use to video record samples? What must a clinician do prior to recording to make sure that the recording will be successful?
What are the specific questions an assessment of nonverbal communication attempts to answer?
Why is communication sampling an important part of assessment?
When are naturalistic approaches preferred over other methods?
Name three functions of clinical data collection.
Create an activity for a client with aphasia, using a conversational coaching approach.
Name six steps involved in Incidental Teaching.
Describe three types of language used in facilitative play.
Describe a drill activity to teach correct /s/ production to a 5-year-old client.
Describe three points along the continuum of naturalness of intervention activities.
Discuss the sequence of steps used to do a task analysis.
What are the three components of a behavioral objective?
What are the three basic purposes of intervention?
How have recent technological developments broadened the scope of practice of the audiologist?
Describe three different settings in which audiologists may practice. Which one of these appeals to you the most and why?
Compare and contrast the role of an SLP in a medical setting with that of an SLP in a school setting.
Describe the parameters that contribute to a patient’s progression through the continuum of care.
How is the work setting of the SLP in birth-to-3 services uniquely different from that of the school-based clinician?
Describe some of the contemporary factors affecting speech-language service provision in birth-to-3, public schools, and medical settings.
Contrast multi-, inter-, and transdisciplinary service provision.
Describe some of the service delivery features that influence the role of the SLP. What are the relative strengths and weaknesses of these service delivery features?
Name some issues that create different considerations between familycentered service delivery for adults and family-centered service delivery for children.
Name situations or professional demands that might pose challenges to providing true family-centered services?
What role does collaboration have in family-centered practice?
What are some ways in which assessment and intervention services can be provided in a family-centered manner?
In what ways is family-centered practice different than traditional practice?
What are the key concepts of family systems theory?
What is family-centered practice?
• Describe the different forms of research designs and the level of evidence each one provides
• List and define three critical features of external evidence that EBP clinicians should critically appraise
• List and explain the six steps in making EBP decisions
• Explain the difference between internal and external evidence and how each contributes to evidence-based decisions
• Define evidence-based practice (EBP)
• Provide introductory information for interpreting language sample analysis results.
• Provide tools for analyzing communication samples.
• Provide strategies for sampling nonverbal communication, language, and speech.
• Describe the importance, purpose and aims of communication sampling.
• Describe procedures when assessing clients’ language, speech, fluency, voice, oral mechanism, and initial considerations for alternative and augmentative communication(AAC)
• Define standardization as it relates to formal and informal tests
• Discuss the psychometric principles of reliability and validity, as they relate to testing procedures
• Compare and contrast formal and informal testing procedures
• State three purposes for assessment
• Explain the role of data collection in the intervention process
• Discuss where on the continuum of naturalness various intervention methods fall
• Evaluate a range of intervention processes in light of the needs of particular clients
• State goals of intervention in behavioral terms
• Give three purposes for intervention
• Differentiate among different written clinical documents and their purposes
• Describe effective and appropriate counseling in the clinical practice of audiologists and speech-language pathologists
• Recognize cultural factors that influence effective communication
• Identify strategies for engaging in effective oral and written clinical communication
• Advocate on behalf of clients and our profession to influence policy decisions
• Understand how current policy can effect the delivery of speech-language pathology and audiology services
• Define basic terms related to public policy
• Discuss the issues related to the use of mobile technology
• List commonly used technology for verbal expression and assistive listening
• Discuss how evidence-based decision making is implemented when using technology
• Describe how technology is utilized in clinical practice
• Define assistive technology
• Apply principles of least biased assessment and intervention
• Understand issues of bilingualism and dialects
• Outline the effects of culture on communication
• Define cultural and linguistic diversity
• Identify the audiologist as an entry-level practitioner and identify multiple work settings for the qualified audiologist
• Describe the role of the speech-language pathologist across medical and educational settings
• List several resources or organizations which stipulate family-centered practice as the approach to be used in delivering communication disorders services
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